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Skill Acquisition - Topic 5/6 (Types of Guidance (Visual Guidance…
Skill Acquisition - Topic 5/6
Types of Guidance
Visual Guidance
Watching a demonstration of how to perform a skill correctly.
Mechanical Guidance
Using aids, equipment or technology to support a performer.
Verbal Guidance
Giving instructions which talk a performer through a skill and gives feedback that advises them how to improve.
Manual Guidance
Physical 'hands on' support of a performer which places them in the correct position or guides them through a movement pattern.
Cognitive Stage
Visual Guidance
Demonstrations give beginners a mental picture of what the skill should look
like.
Mechanical Guidance
Using a mechanical aid to increase safety, build confidence, learn basics and
develop kinesthesis (stabilisers / floats).
Verbal Guidance
Giving basic information about what needs to be done using positive feedback focusing on key coaching points to correct errors.
Manual Guidance
Supporting movements to increase safety, confidence, timing and to develop
kinesthesis / proprioception.
Associative Stage
Visual Guidance
Demonstrations of more difficult or new skills can be given to help a learner
progress.
Verbal Guidance
Feedback that helps refine, correct and develop skills. Tactics and strategies can be introduced verbally.
Manual Guidance
To help with more advanced / specific body positions and movements. Should be gradually removed to prevent over-reliance.
Mechanical Guidance
Using mechanical aids to practice more complex skills and groove a correct
response (bowling machine / twisting belt in trampolining).
Autonomous Stage
Visual Guidance
Advanced performers can be reminded of basic moves. Videos of elite performers can be used to allow analysis of performance.
Mechanical Guidance
Mechanical aids that create difficulty and challenge (bowling machines on a difficult setting).
Verbal Guidance
The main method for this stage of learning. Advanced tactics and strategies can be focused on. Positive and negative feedback can be used with high levels of technical detail.
Manual Guidance
For highly complex or difficult moves. Should be limited / used less in this stage to encourage kinaesthetic awareness.
Requires conscious thought on sub-routines. Mental picture formed. Extrinsic feedback only as unable to use intrinsic feedback. Lack of fluency and rhythm. Trial and error as key features.
Mental model matched to performance. Motor programmes formed through practice and rehearsal. Intrinsic feedback / kinaesthetic feedback can be used. Less mistakes during trial and error. Fluency, timing and co-ordination improve. Some learners never leave this stage.
Habitual over learnt motor programmes stored in LTM. Efficient, fluent and rhythmic skills. Little conscious control required. Less need for extrinsic feedback. Practice required to stay in this stage